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Course-Based Undergraduate Research - Educational Equity and High-Impact Practice (Hardcover)
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Course-Based Undergraduate Research - Educational Equity and High-Impact Practice (Hardcover)
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Undergraduate research has long been recognized as a high-impact
practice (HIP), but has unfortunately been offered only to juniors
and seniors, and very few of them (often in summer programs). This
book shows how to engage students in authentic research
experiences, built into the design of courses in the first two
years, thus making the experience available to a much greater
number of students. Research that is embedded in a course,
especially general education courses, addresses the issue of how to
expand undergraduate research to all students. Research has shown
that students who have early experiences in undergraduate research
are more likely to pursue further research prior to and after
graduation. This is also an issue of social justice because it
makes the benefits of undergraduate research available to students
who must work during the academic year and in the summer. It is
widely accepted that the skills developed through undergraduate
research help prepare students for their future careers. The book
addresses all aspects of the topic, including: - What are
appropriate expectations for research in the first two years; - How
to design appropriate course-based research for first- and
second-year students; - How to mentor a class rather than
individual students; - How students can disseminate the results of
their research; - Possible citizen-science projects appropriate for
the first and second years; - Providing additional resources
available to support course-based research in the first two years.
Designed for faculty at four-year and two-year colleges - and
including examples from the sciences, the social sciences, and the
humanities - the strategies and methods described can be adapted to
disciplines not specifically mentioned in the book. Co-publication
with the Council for Undergraduate Research (CUR)
General
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